Teacher models summarization techniques, identify key concepts, bullets, outlines, clusters, narrative organizers, journal summaries, break down assignments, create simple reports, quick writes, graphic organizers, column notes, affinity diagrams, etc. Hold high expectations, display finished products, praise students' effort, encourage students to share ideas and express their thoughts, honor individual learning styles, conference individually with students, authentic portfolios, stress-free environment, high- fives, Spelling Bee, Constitution Day, School Newspaper, etc. Visual tools and manipulatives, problem-solution organizers, spider webs, diagrams, concept maps, drawings, charts, thinking maps, graphic organizers, sketch to stretch, storyboards, foldables, act out content, make physical models, etc. Integrate content and language through group engagement, reader's theatre, pass the pencil, circle of friends, cube it, radio reading, shared reading and writing, plays, science projects, debates, jigsaw, group reports, choral reading, affinity diagrams, Students tackle TAKS word problems in groups and explain their answers, etc. Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skim chapters to identify key vocabulary, concepts and skills, foldables, annotating the text, etc. 1.) Classroom Focused- curriculum-based assessment drive instruction/differentiation of instruction- creation of small intervention groups- RtI;
2.) Teacher Specific- class visits observe/ discuss the teaching methodology; teachers examine, observe, practice, and receive feedback; Evaluation by competent supervisors and peers
3.) Student Centered- formative and summative evaluation; intervention groups based on student needs during progress monitoring
4.) Data Driven- begins with needs assessment; Class size; quality of curriculum materials; data analyzed as assessment periods are completed; systematic obs. protocols; well-developed, research-based criteria examine teaching; observations/ video classroom practice, teacher interviews, artifacts- lesson plans, assignments, samples of work;
5.) On-going- adjust intensity/ nature of interventions depending on student responsiveness; comprehensive system gives teachers guidance, feedback, supportive leadership, working conditions to improve
The data clearly shows that ...However, the students who are not exhibiting academic growth are ...students. As a result it is vital that there is a plan of action to increase academic success of our ...students. Our school community (front office staff, administrators, resource teachers, academic coaches, etc.) must be cognitive of our ...students. We must provide school wide accommodations for these learners, this will give them a sense of belonging to a community who cares about their academic success. ... students must have teachers who are effectively trained in the area of .... In addition, trained teachers must implement their learning in a non-threatening environment, where they are given feedback on their use of provided strategies and recommendations. Below you will find recommendations for professional development for teachers, in-class strategies for... learners, and school wide strategies for ... students. where and when the misbehavior occurs
clearly specify expected behavior
explaining on-task expectations
modify the context (e.g., changes in instruction, tasks, schedules, seating arrangements)
conduct behavior rehearsals (have students practice the appropriate behavior)
provide strong reinforcement such as frequent and immediate praise
regularly prompt expected behaviors
collect data on student performance
Behavioral Matrix would promote uniformity in responsiveness
1.) Student Characteristics, 2.) Issues, and Factors, 3.)Teacher/Staff Characteristics, Issues, and Factors, 4.) Environmental Characteristics, Issues, and Factors—Physical Plant and Logistics, and 5.) Incentives and Consequences Resources
even if resources and incentives exist, they may not be used adequately
clarify how re-organization and re-allocation of resources can enhance student behavior.
Positive Behavior Support Systems (PBSS) incorporates many evidence-based methods
Steps of establishing a PBSS: (a) creating a planning team, (b) defining school-wide behavioral expectations, (c) teaching behavioral expectations to students, (d) developing processes to acknowledge positive behaviors/ discourage inappropriate behaviors, and (e) collecting, monitoring and evaluating outcomes
The two programs that most effectively involve parents/ families, school and community include 1.) Monthly contact meetings, and 2.) resource sessions.
A SWOT analysis is a strategic planning tool used to identify the strengths, weaknesses, opportunities, and threats for a program or organization.
School practices that include open communication, trust, high expectations, and non-judgmental exchanges enhance parent involvement
help parents feel welcomed and trusting of school influence
Haberman and Marzano Domains in Interview Questions
three prong approach to creating the questions. One to promote analytical thinking: "What strategy", one to promote recall of specific instances: "Describe a time" and another to allow for generalization: "Give me an example".
Teamwork is a major component of school success
Establishing trust with and demonstrating respect for stakeholders
The best practice for all subjects includes writing across the content; use of Internet for research, presentation, and creativity; cooperative learning groups; concept mapping; pro and con discussions; debate; story maps; use of technology, and hands-on activities. The requirement is to use differentiated instruction for students with IEPs and ELLs (English language learners). For improved reading questions, you want to provide additional reading resources, use lesson plans, and curriculum mapping. If a question is about safety and security, you need a broad answer. When asking about school climate, that refers to school-wide, not class or student. For the High School Components, include supports you plan to use to increase the graduation rate. This is a good place to include matching struggling students with mentors. No matter what decision-making model a principal is using, he or she should establish long- term and short- term goals, delegate duties whenever appropriate, and let those closest to the issue do it. For example, principals should not select textbooks; they don't use them, teachers do. Instead, let a committee of teachers select the textbooks. Equitable access to technology. The first thing educational leaders must do to effectively manage their schools is to know how to analyze and evaluate strategies for organizing time, tasks, technologies, and projects effectively using clear goals, objectives, and plans. The second is to identify roles, responsibilities, and practices to assure effective discipline and promote a safe learning environment for everyone.
Third, leaders must be able to identify and evaluate appropriate actions assuring the health, safety, and welfare of all persons on campus. And fourth, they must be able to assess and analyze effective strategies for managing schedules and delegating responsibilities in ways that promote collegial efforts in school improvement and faculty development.
The second part of fulfilling Standard 8 is the knowledge of how to effectively utilize resources and fiscal management policies in ways that maximize a safe, effective learning environment. There are four parts to accomplishing this.
Using available resources and fiscal management practices to maximize the learning environment calls for educational leaders to operate skillfully. First of all, they must identify and assess methods of maximizing the use of federal, state, and local fiscal resources for instructional priorities. This means effectively managing the school budget, grant funding, and so forth. Second, they must identify appropriate procedures to manage school fiscal resources - such as fundraisers, extracurricular activities, and athletics - and property in ways consistent with state guidelines and accounting practices. Third, they must identify the foundational concepts for the formula factors used in computing the Florida Education Finance Program allocations. And fourth, they must be able to identify and pursue funding sources available to schools outside the Florida Education Finance Program allocations.
clearly communicated rules posted;
a review at the beginning of class, such as bell work;
the use of advanced organizers or graphic organizers, such as a Venn diagram or a T-chart.
focuses on one question at a time and gives student think time
use of correct reinforcement based on grade level
student engagement activity,
an evaluation or assessment based on teaching,
and a review at the end of class, such as a wrap-up, gist, or exit tickets.
overtly show knowledge of subject matter and pedagogy,
friendly, but business-like
good classroom management which should be preventative, not consequential.
proximity and multitasking